SC 1: Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
The basis for all good teaching is an excellent, flexible, and well-rounded curriculum. In music, this means that I have spent much of my time studying a variety of curriculums, using a variety of curriculums (alone or in conjunction with each other), and writing my own curriculums in situations where there were no curriculums in use or expected. I have earned my certification in Orff-Schulwerk, a music methodology in which the students lead through creative choices, and in Feierabend First Steps in Music, a thoroughly researched curriculum plan for young students that focuses on the Kodàly methodology. I have studied Kodàly from many perspectives and incorporated much of it in my classroom. I have also studied and applied concepts from Dalcroze (movement specifically), Music Learning Theory, Drums Alive! (also Drumtastic and Golden Beats), Music for Little Mozarts, book curriculums such as Share the Music, and more. I have worked with teachers who helped write the Colorado State Standards for Music, and applied them to my own teaching. In private lessons, I have studied the curriculums I learned from and augmented them appropriately for my own students, as well as creating curriculums as needed. Every student I have in the classroom or in private lesson settings receives a thorough education in instruments, music theory (including music reading), aural skills, music listening and analysis, movement, and more. Whatever curriculum I need to use to ensure my students learn thoroughly is a curriculum I will use, although often this means I need to combine curriculums or write my own to be effective.
Music inherently incorporates literacy and numeracy skills, but as someone who thinks well-rounded education is necessary, I will always incorporate other subjects as often as possible in my classroom. I frequently read books or ask students to read books pertaining to music, and specifically focus on steady beat and rhythm with my youngest students because studies show that students who are unable to keep a steady beat have difficulties reading with any fluency, which then deeply impacts comprehension. Many books have been the inspiration for concerts--I have had students begin with a storyline or concept from a book and then use those ideas to compose their own songs (including instruments, singing, movement, and more) for performance, to great success. Numeracy is always a part of our rhythm studies and we use math to make measures, count beats, and more. Music is essentially developed from patterns, so pattern identification and creation is always a huge aspect of my lessons.
Because I ensure flexibility in my planning and curriculum use and creation, I have no difficulty responding to student needs. I don’t formulate curriculum without first knowing what the students know and what we need to work on, and then consider the needs of the class or student in front of me. In private lessons, this means I hold a Meet & Greet lesson during which I reassure the student and ask them to do some activities so I can assess their understanding. In the classroom, this means I will do a full assessment of skills they are supposed to know by the time they’ve reached me. I design my curriculum, lessons, and assessments around the information I gather from these assessments. For students with special needs, I will plan around their needs and ensure that all activities are differentiated so students of different abilities and levels can be successful and grow from them. Sometimes that means incorporating other disciplines and management styles, from my experiences working with students with autism, ODD, ADHD, anxiety, depression, trauma, and more. My university experiences did not make me feel adequately prepared for these students, so I have gone out of my way to read books and take classes on ensuring these students (and indeed, all my students) receive the very best musical education available. Every student deserves the benefits of a well-rounded musical education and I will always strive to be the best music teacher I can by continuing my own education and giving my students my best attention and planning.
SC 2: Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
Setting Goals:
Structuring Lessons:
Explicit Teaching:
Worked Examples:
Collaborative Learning:
Multiple Exposures:
Questioning:
Feedback:
Metacognitive Strategies:
Differentiated Teaching:
SC 2: Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
Setting Goals:
Structuring Lessons:
Explicit Teaching:
Worked Examples:
Collaborative Learning:
Multiple Exposures:
Questioning:
Feedback:
Metacognitive Strategies:
Differentiated Teaching:
SC 3: Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
While I have used many grading systems over the years, my preferred method of tracking student learning is with a numbered system: 1 means the student has not attempted the skill or minimally attempted the skill and made little or no progress toward learning it, 2 means the student has attempted the skill and shown some progress toward mastery, 3 means the student has learned the skill and exemplified it clearly, and 4 means the student has fully mastered the skill and applied it on a higher level. The goal is for all students to be demonstrating 3-4 work, and this system allows me to see at a glance (even with hundreds or more than a thousand individual students) which students need more/better support and which ones need more intensity in the curriculum. Since music students often take private lessons outside of school, it is important that every lesson and assessment is designed for each student to perform to their maximum level without being made to feel inferior. I do not frequently give written test assessments, I assess based on assignment completion and performance.
In order to track student learning, I am constantly informally assessing them, and will formally assess when I believe the majority of students will be successful. As I informally assess, I also adjust my future lesson plans to support the students as they need it based on what they demonstrate. For example, if the lesson I am informally assessing is a steady beat movement activity, and I ask the students to subdivide the beats with their hand claps, I might notice that the first time I teach this, half the class is unable to do so. If I noted that the students were being unsuccessful, I will immediately back up to just keeping the beat without subdivisions and then ease forward with an easier form of subdivision like subdividing between body movements (big beat in hands, subdivision in feet) or try different approaches (such as changing the music for a different tempo or more evident subdivided beat) until I see the majority of the class has it. Then I will intentionally participate and make sure to spend my time near the students who are not being successful. If they still haven’t caught on, I will ask them to match me and work with them one-on-one until they are able to do it. Meanwhile, I will increase the level for other students by saying “When you feel ready, please add...” When I am done with one-on-one support, I will wander and offer feedback, encouragement, or whatever else the students may need. When the activity is over, I will track what I noted on my class list, and after class, I will use that information to inform what I intend to do in the next class.
It is deeply important for music teachers to provide feedback to parents. Advocacy for a music program relies heavily on building strong relationships not just with the students but with their families. I will always let parents know when students are being successful in class, and if I need to let them know about a poor assessment, a difficult behavior day, or anything else, I will offer my thoughts on what I plan to do to improve the situation and be sure to ask the parent what they think. Parents want their student to do well but sometimes don’t have enough music background to know how to help, which can be frustrating for them. Part of my job is reinforcing that I believe they as the parent know their kids and I want to work WITH them to support their child. This can often help alleviate the frustration of not knowing for the parent and the parents can provide vital information that will help me help their kid when they feel comfortable with me. I am sure to make grades available quickly for parents to view and I will send students home with “happy notes” when I see them making good choices, being good humans, working hard, or expanding their skills. If I call home, I want at least 75% of those calls home to be positive calls about how well students are doing. I have found that students will work harder and engage more when they know that I see their effort and am overjoyed to share it with their families. If they are struggling to grasp a concept but are still putting in effort, then it is much easier for everyone to find successful pathways to understanding. Students who are shut down because they think their effort is worthless are more likely to fall significantly behind because they refuse to learn, which is not acceptable.
SC 4: Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
Establishing and Maintaining Collaborative Relationships with Students: Students are all unique individuals with a wide variety of goals and personalities. I will always make an effort to get to know my students individually by chatting with them, listening openly to them, and engaging them in activities that are fun and educational. For example, as a private teacher, I offer a performance class once a month where they perform in front of their peers and me only to help them gain confidence playing in front of others in a manageable environment. Many of them thrive this way! In a school setting, I get to know them by striking up conversations--I will share a little and allow them to share with me. It is always important to engage with what students share. I set clear boundaries but give them space to be themselves, to choose projects that interest them, and to direct themselves to their own goals.
Establishing and Maintaining Collaborative Relationships with Parents: Building relationships with parents is always a top priority for me. I will connect with parents by making positive phone calls home, being visible within the school community, inviting parents to participate in classes, programs, and more, and by building a strong music community overall. I began a parent booster organization to help raise awareness, build community, and help with fundraising at one of the schools I worked at. I build fundraising events into community events like a Band Barbecue--students invited anyone they wanted and brought an item of food or $5 to participate. The result was so popular that we raised over $5,000 for the music department from one night and the whole school showed up with enthusiasm. The band program grew by over 50 students the following year as a result of my being able to connect with parents and students in a relaxed and positive setting. This positive community contact allowed me to work directly with parents for the benefit of their students.
Establishing and Maintaining Collaborative Relationships with Colleagues: I have worked at many schools and always sought out my colleagues for their expertise. I always want to be a contributing part of the school community so that my colleagues also know that I am available to help them with any musical needs they might have or work together to help a specific student or group of students in any way. In the past, I have been a part of school improvement committees, formed concert concepts that directly relate to student content in other areas (social studies, art, dance, science, and poetry so far!), and built programs for students with special needs to participate in music. I will always work collaboratively with my colleagues if I think we can make a difference for our students in any way.
Establishing and Maintaining Collaborative Relationships with the Broader School Community: In the past, I have always worked to connect with the entire school community and the community around the school to bring in musicians, clinicians, guest teachers, parent volunteers, and businesses to the students. All students in the school are invited to concerts that are age-appropriate and educational, and I try to connect with local businesses not only for fundraising opportunities but also for performance opportunities for my students and potential support during concerts, travel, and more. I have been fortunate to be able to put on fundraising concerts with well-regarded and popular musicians where the school received 90% of the funds raised, and this is thanks to the relationships I built in the community and the reputation of excellence and joy my students have had within the school and community. My students also frequently perform at hospitals, nursing homes, and similar facilities to bring their joy of music to others. These sorts of connections really enhance my music departments and my students get to engage with experts, professional musicians, and adults.
SC 5: Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Demonstrated Behaviors and Attitudes Consistent with Department Values: Integrity, Excellence, Happiness, Community: Building community is the only way to build a strong and busy music department and a successful school. Any music teacher should be building a safe and welcoming place for all students of the school and their families, whether they participate a lot or a little in music. Excellence: Setting achievable but challenging goals for students to call them to excellence while supporting them throughout is always the most important goal for me in my teaching. I hold the belief that any student can achieve anything they set their mind to through hard work, and I teach to this belief--every student gets my best so they can achieve their best. I continually see my students achieving their goals by earning positions in auditioned ensembles, honor band, All-State Band, and much more. Integrity: I will always be transparent in my goals for my students, in my actions and choices as a person and an educator, and truthful in my interactions. Doing things the right way is very important to me, and I expect no less from my students. Happiness: Students learn best in a positive environment. I always work to make sure my students are not just learning music but developing a deep love of music, of learning, and they are able to use it and feel able to express themselves. Music should be engaging, creative, and playful, and my goal is for students to enjoy their musical experiences.
Demonstrated Experience in Reflecting Upon Practice: Part of my process as a teacher is to reflect upon my practices after each lesson. I typically write myself notes on my lesson plans about what went well and what could’ve gone better so I can adjust and change plans for the immediate future or for the next year in accordance with that reflection. I actively seek out observations from principals and other professionals and use those observations as cues for my own reflection--what should I be looking for in my own practices? Outside observations can frequently guide my reflection so I am not blind to either the positives or negatives of my teaching. In order to ensure I would be able to get certified in Australia as a Primary Music Teacher, I completed an extra university assessed student teaching, and here is my reflective portfolio from that teaching: https://sites.google.com/view/stargate-portfolio/home
Demonstrated Engagement in Professional Learning: I am certified in Orff-Schulwerk, First Steps in Music (Feierabend/Kodaly for young musicians), World Music Drumming, Drums Alive!, Golden Beats, Drumtastic!, and more. I am an active member of the National Association for Music Education (United States, for school music teachers), the Music Teachers National Association (United States, for private music teachers), the Feierabend Association for Music Education (United States, a Kodaly-based, researched methodology for music education), the American Orff-Schulwerk Association (United States, for Orff teachers), the International Clarinet Association, and Drums Alive! (United States, cardio-drumming curriculum). In the past year, I have taken courses via Coursera, Colorado State University, Adams State University, West Music, and more. In the past year, I have read a wide variety of professional development books, including: How the Brain Learns by David A. Sousa, How the Gifted Brain Learns by David A. Sousa, How to Differentiate Instruction in Academically Diverse Classrooms by Carol Ann Tomlinson, Your Brain on Art by Susan Magsamen and Ivy Ross, Every Brain Needs Music by Larry S. Sherman and Dennis Plies, Mindsets in the Classroom by Mary Cay Ricci, The Music Advantage by Dr. Anita Collins, and Visible Learning for Teachers by John Hattie. I did an extra round of student teaching at the elementary level (on top of my undergraduate student teaching at the University of Florida in middle and high school) at Stargate Charter School in Colorado, USA, under Sarah Delevoryas. Stargate is a gifted charter school, which allowed me to gain experience teaching a full population of gifted students. More examples of my work are available throughout this website.
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